Teaching Preliminary Food Technology Successfully Resources

· 18 June 2021

This course page allows you access to the Teaching Preliminary Food Technology Successfully Resources.

Click on the ‘Course Content’ tab below.

Then click the drop down arrow to reveal the links. Click the link to be taken to the resource page. There you will find a digital copy of all the resources you can download as a zip file. 

FOOD AVAILABILITY AND SELECTION

Learn simple ways to teach the factors affecting food selection as well as the current food consumption and expenditure patterns in Australia. Discover simple ways to teach social, economic and political influences on food availability. Mnemonics, posters and starter/plenary activities will assist this. Participants will receive a sample assessment task and scaffold also as well as pre and post pop quizzes.

FOOD QUALITY

Participants will learn efficient ways to teach students food quality content through practical lessons and experimentation. Teachers will be encouraged to use the suggestions for each functional property practical to expand on and design for their usual selection of practical lessons for the Food Quality course.

NUTRITION

Participants will uncover an easy way to teach interrelationships of nutrients. We will look at appealing ways to teach the process of digestion, absorption and metabolism of food. Teachers will be able to slot the new lesson ideas into their current teaching program. Participants will also receive a sample of an appropriate assessment task for Nutrition.

EXAM PREPARATION TECHNIQUES

The HSC Food Technology exam is 3 hours and requires a great deal of knowledge and skill development. In order to adequately prepare our students, we need to teach them how to write for the Food Technology exam in the Preliminary year and then they need to practice regularly. Suggestions for fun starter and plenary activities will be shared as well as study tips for students and posters for visual learners. Suggestions for preparing students will be shared including marking criteria and learning intentions and success criteria as an explicit way of teaching the course. Participants will also learn strategies to monitor student progress clearly and efficiently.

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